Conceptual Learning of Nanoscale Self-Assembly

1. Conceptual Learning of Nanoscale Self-Assembly UIC Investigators: Tom Moher, Andy Johnson, John Bell, Computer Science, Carmen Lilley, Mechanical Engineering, Jim Pellegrino, Psychology Prime Grant Support: National Science Foundation (Nanotechnology Center for Learning & Teaching, PI: Robert Chang, Northwestern; Grant partners: Northwestern, UIC, Michigan, Purdue, UIUC) Problem Statement and Motivation • Developing capacity for research advances in nanoscale science and engineering is a critical national priority • Nanoscale concepts are essentially unrepresented in today’s middle and high school curricula • Self-assembly is an accessible phenomenon that can be studied at both macro- and nano-scales. • Activities must accurately reflect science while attending to capabilities of grades 7-12 learners Key Achievements and Future Goals Technical Approach • Develop conceptual inventory (learning goals) of nanoscale phenomenon • Situate conceptual inventory within national (AAAS and NRC) standards for science learners • Empirically identify prior learner knowledge and misconceptions • Develop activities (using tangible and simulated artifacts) • Empirically test activities in grades 7-12 classrooms • Iteratively refine activities based on empirical evidence • Articulation of self-assembly conceptual inventory • Development of design/evaluation methodology for proposed nanoscale learning activities • Analysis of Lego-based self-assembly simulation • Development and analysis of embodied participatory simulation activity employing students acting as nanoscale particles • Development of training program for NCLT graduate and post-doctoral students at UIC, Northwestern, Michigan, Purdue, and UIUC.